The WIDA ELP Standards were developed to address the needs of English language learners, their families, teachers, administrators and other stakeholders. The standards focus on academic language proficiency across five domains: social instructional language, language arts, math, science and social studies. They are organized into two frameworks for planning instruction and assessment, and include five ELP standards, four language domains, grade level clusters and six language proficiency levels to measure students' development.

1. The WIDA ELP Standards are designed for the many audiences in the field of education who are impacted by ELLs. These audiences include: ELLs and their family members; teachers; principals; program, district and regional administrators; test developers; teacher educators; and other stakeholders in the educational lives of ELLs. By developing the ELP standards, the WIDA Consortium has responded to demands to link language learning with state academic content standards and to address educators’ needs in three different areas: 1) Pedagogy, 2) Assessment, and 3) Educational policy.

2. WIDA ELP standards focus on academic language ; academic content standards focus on academic content . Language proficiency involves the language associated with the content areas. Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content . WIDA Consortium / CAL / Metritech

3. To facilitate ELL students’ English proficiency attainment, access to content knowledge, and ultimately, their academic success To provide a curriculum/assessment resource anchored in academic content standards WIDA Consortium / CAL / Metritech

4. To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing To comply with federal law (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments WIDA Consortium / CAL / Metritech

5. There are five WIDA English Language Proficiency (ELP) Standards, which appear in two frameworks: Summative and Formative. The two frameworks can be used for planning curriculum, instruction and assessment of English language learners (ELLs). The common elements of the two frameworks are the 1) ELP standards, 2) language domains, 3) grade level clusters, and 4) language proficiency levels. WIDA Consortium / CAL / Metritech

6. WIDA Consortium / CAL / Metritech Frameworks for Formative & Summative Assessment (2) English Language Proficiency Standards (5) Language Domains (4) Grade Level Clusters (5) Language Proficiency Levels (5) MPIs are the lowest level of expression of the standards Model Performance Indicators

7. Summative Is amenable to large-scale testing under standardized conditions Includes visual and graphic supports Contains model performance indicators that are observable and measurable Formative Corresponds to everyday classroom practice Includes visual, graphic, and interactive supports Contains model performance indicators that include strategies, technology, and long-term projects WIDA Consortium / CAL / Metritech

8. WIDA Consortium / CAL / Metritech Standard 1 : English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL) Standard 2 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA) Standard 3 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS (LoMA) Standard 4 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE (LoS) Standard 5 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES (LoSS)

9. WIDA Consortium / CAL / Metritech Listening Speaking Reading Writing Listening and Reading are comprehension skills that involve receptive language; Speaking and Writing are communication skills that require productive or expressive language. In order to give educators a comprehensive picture of ELL students’ English language proficiency – and to comply with federal law - all four domains are tested on the ACCESS for ELLs ® test and the W-APT™ screener.

10. The 2007 WIDA ELP Standards are clustered: PreK − K Grades 1 − 2 Grades 3 − 5 Grades 6 − 8 Grades 9 − 12 WIDA Consortium / CAL / Metritech

11. WIDA Consortium / CAL / Metritech 6 ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 BRIDGING REACHING

12. Linguistic Complexity : The amount and quality of speech or writing for a given situation Vocabulary Usage : The specificity of words or phrases for a given context Language Control : The comprehensibility of the communication based on the amount and type of errors WIDA Consortium / CAL / Metritech ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING 5 4 3 2 1 6 REACHING

13. Adapted from Gottlied, M., Cranley, M. E., & Oliver, A. R. (2007). English Language Proficiency Standards and Resource Guide. Prekindergarten through Grade 12. WIDA Consortium. WIDA Consortium / CAL / Metritech